Third Grade Curriculum Social Studies Resources

Submit a resource by emailing Mary S. Pitner.

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Culture
At Level 1, the student is able to
3.1.spi.1. recognize some of the major components of a culture (i.e., language, clothing, food, art, and music).
Resources:   Defining Culture Unit, http://www.peacecorps.gov/wws/guides/looking/intro2.html
At Level 2, the student is able to
3.1.spi.2. determine similarities and differences in the ways different cultural groups address basic human needs (i.e., food, water, clothing, and shelter by interpreting pictures).
Resources: Defining Culture Unit, http://www.peacecorps.gov/wws/guides/looking/intro2.html
 3.1.spi.3. differentiate the cultural population distribution in the United States using a bar graph.
Resources:   
At Level 3, the student is able to
 3.1.spi.4. interpret a chart or map identifying major cultural groups of the world.
Resources:   Developing Global Perspectives, http://www.peacecorps.gov/wws/guides/looking/intro2.html

 Economics
At Level 1, the student is able to
3.2.spi.1. distinguish the difference between a natural resource and finished product.
Resources:    Raw Material to Finished Product Worksheet, http://www.midnr.com/edu/flash/pdf/RawMaterial_FinishedProduct.pdf; Interactive Picture, http://www.e-connections.org/lesson6/p4a.html
At Level 2, the student is able to
3.2.spi.2. interpret a map showing agricultural and industrial areas.
Resources:   
3.2.spi.3 distinguish between import and export.
Resources:   The World on a String, http://eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/Geography/GGR0041.html; Where Do Your Belongings Come From? http://www.nationalgeographic.com/xpeditions/lessons/11/g35/belongings.html
3.2.spi.4 differentiate the difference between producer and a consumer using a picture.
Resources:   Primary Knowledge of Economics for Third Grade, http://www.pen.k12.va.us/VDOE/Instruction/3rd.pdf; We are Consumers and Producers, http://www.econedlink.org/lessons/index.cfm?lesson=EM457; The Goat in the Rug, http://ecedweb.unomaha.edu/lit-goat.htm; Producer vs. Consumer Factory, http://library.thinkquest.org/3901/lissa/provscon.htm
At Level 3, the student is able to
3.2.spi.5. differentiate between money and barter economies.
Resources:   I Have No Money, Would You Take Wampum? http://www.econedlink.org/lessons/index.cfm?lesson=EM67&page=teacher; Hawaiian Economics: Barter for Fish and Poi, http://www.econedlink.org/lessons/index.cfm?lesson=EM478; Economic Spotter: Money in Revolutionary Times, http://www.econedlink.org/lessons/index.cfm?lesson=EM315&page=teacher; Bartering for Goods, http://www.fi.edu/pieces/knox/barter.htm;

 Geography
At Level 1, the student is able to
3.3.spi.1. identify the major physical components of the world (i.e., oceans, equator, continents, and hemispheres).
Resources:   Landforms, http://www.cssd11.k12.co.us/DOHNTS/EarthScience/EsCH5Ns.htm; Landforms from Southernkings, http://www.edu.pe.ca/southernkings/landforms.htm
3.3.spi.2. recognize and use a map key.
Resources:    Introduction to Maps Lesson, http://interactive2.usgs.gov/learningweb/teachers/mapsshow.htm ; Symbols and Legends, http://interactive2.usgs.gov/learningweb/teachers/mapadv_lesson4.htm; Making Personalized Map Grids, http://www.lessonplanspage.com/SSMapsGrids34.htm; Map Adventures, http://interactive2.usgs.gov/learningweb/teachers/mapadv_guide.htm
3.3.spi.3. find a specific location on a school or community map.
Resources:    Locating and Describing Our Local Community, http://www.michigan.gov/scope/0,1607,7-155-13481_13482_13486-43056--,00.html; Drawing a Sketch Map of Our Local Community, http://www.michigan.gov/scope/0,1607,7-155-13481_13482_13486-43064--,00.html
At Level 2, the student is able to
3.3.spi.4. use absolute and relative locations to identify places on a map (i.e., north, south, east, west, borders, lines of longitude and latitude, the equator, the north and south poles).
Resources:   Introduction to Maps Lesson, http://interactive2.usgs.gov/learningweb/teachers/mapsshow.htm; Make State Maps with Map Machine, http://www.nationalgeographic.com/xpeditions/lessons/03/g35/exploremaps.html; Directions, http://academic.brooklyn.cuny.edu/geology/leveson/core/linksa/direct.html; Learning Directions on a Map, http://interactive2.usgs.gov/learningweb/teachers/mapadv_lesson5.htm
3.3.spi.5. identify basic components of earth’s systems (i.e., landforms, water, climate and weather).
Resources:  Landforms, http://www.cssd11.k12.co.us/DOHNTS/EarthScience/EsCH5Ns.htm; Landforms from Southernkings, http://www.edu.pe.ca/southernkings/landforms.htm
3.3.spi.6. utilize skills to locate a place using cardinal directions and symbols given an appropriate map with a key.
Resources: Getting Lost, http://www.nationalgeographic.com/xpeditions/lessons/02/gk2/lost.html
3.3.spi.7. determine the climate of a specific region of the world using a map.
Resources: United States Climate, http://www.cdc.noaa.gov/USclimate/states.fast.html; Climate Map of United States, http://www.eduplace.com/ss/maps/pdf/usclim.pdf; World Climate Map, http://www.eduplace.com/ss/maps/pdf/world_clim.pdf
At Level 3, the student is able to
3.3.spi.8. differentiate the distinguishing characteristics of ecosystems (i.e., deserts, grasslands, rainforests).
Resources:   What's It Like Where You Live? http://mbgnet.mobot.org/sets/
3.3.spi.9. recognize the identifying characteristics of certain geographic features (i.e., peninsula, islands, continents, mountains, rivers, deserts, oceans, and forests).
Resources: 

Governance and Civics
At Level 1, the student is able to
3.4.spi.1. select from a set of visual representations a service provided by the government (i.e., parks, schools, and libraries).
Resources:   Community Club from Scholastic, http://teacher.scholastic.com/commclub/
At Level 2, the student is able to
 3.4.spi.2. determine the representative acts of a good citizen (i.e., obeying speed limit, not littering, walking within the crosswalk).
Resources:  The Mark of a Good Citizen, http://www.parenting.org/archive/discovery/life_lessons/2001-02/Nov02_good_citizen.asp
At Level 3, the student is able to
 (The State has not identified any skills as being Level 3).
Resources: 

History
At Level 1, the student is able to
3.5.spi.1. label historical events as past, present and future.
Resources: 
At Level 2, the student is able to
3.5.spi.2. use a timeline to determine the order of a historical sequence of events.
Resources:   Teach-nology's Timeline Generator, http://teachers.teach-nology.com/web_tools/materials/timeline/; Customize Your Own Timeline, http://www.ourtimelines.com/; Sojourner Truth TImeline, http://www.sojournertruth.org/Tests/LessonPlans/3rd-grade-01.htm; Time Machine from the U. S. Mint, http://www.usmint.gov/kids/timeMachine/begin.cfm
At Level 3, the student is able to
3.5.spi.3. read and interpret facts from a historical passage.
Resources:

Individuals, Groups, and Interactions
At Level 1, the student is able to
3.6.spi.1. classify needs and wants using pictures of common items (i.e., food, cleaning products, clothes, candy, makeup).
Resources:
At Level 2, the student is able to
3.6.spi.2. distinguish between conflict and cooperation within group interactions as represented by pictures.
Resources:   
At Level 3, the student is able to
3.6.spi.3. recognize major global concerns (i.e., pollution, conservation of natural resources, global warming, destruction of rain forest).
Resources: 
 

 

 

 

 

 

 

 

 

 

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